RedR Training of Trainers Workbook (English) by RedR MENA

TRAINING OF TRAINERS FOR THE HUMANITARIAN SECTOR THE WORKBOOK

www.redr.org.uk Registered Charity Number: 1079752 A company limited by guarantee, Registered in England & Wales. Number: 3929653

Â© April 2017, RedR

INTRODUCTION Welcome to Training of Trainers for the Humanitarian Sector It has been said that “good teachers produce good students.” It is equally true that good trainers produce good aid workers. By passing on their wisdom and experiences through effective training techniques, humanitarian aid workers can extend the impact of their work to future projects and generations. Trainers in the humanitarian sector ensure aid workers are equipped with the skills and knowledge they require to deliver successful humanitarian programmes. This three-day course combines theory and practice to help you understand the fundamentals of training and facilitation and develop competencies to aid you in becoming a more effective trainer. You will learn from experience, observation, and feedback in highly participatory activities. The skills you learn during the course will immediately be put into practice and developed as you plan and deliver your own short training sessions.

This workbook belongs to © April 2017, RedR

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Table of Contents Introduction Course Programme Course Aims and Objectives Your Objectives Learning Log The Occasional Trainer How Adults Learn What are the Differences Between Andragogy and Pedagogy? Adult Learning Principles Kolb’s Experiential Learning Cycle Different Learning Styles Your Learning Style Can Affect Your Training Style VARK learning styles A Systematic Approach – The Training Cycle Identifying Learning Needs Writing Training Aims and Objectives Bloom’s Taxonomy Using Bloom’s Taxonomy to Write Training Objectives Key Learning Points Using Different Training Techniques Brainstorming Individual Work, Pair Work and Round-the-Table Snowballing Buzz Groups and Small Groups Using Case Studies Using Flipcharts Using Role Plays Icebreakers and Energisers Choosing the Right Method or Activity The Problem with PowerPoint Facilitating Groups Designing Training Session Plan Template Giving and Receiving Feedback The Johari Window Giving Skilled Feedback Delivering Training – Training Tips Stand and Deliver! - Checklist Evaluating Training The Training Cycle and the Four Levels of Evaluation Action Plan Useful Websites and Books International Development and Humanitarian Training Competency Framework KNOWLEDGEPOINT: Free Expert Advice at the Click of a Button Tailor-Made Training And Consultancy Service Mission Ready: Field Security Management © April 2017, RedR

3 6 7 8 9 13 14 15 16 17 18 22 23 24 26 29 31 32 34 36 37 38 39 40 42 43 44 45 47 50 52 54 55 57 59 61 64 67 68 72 75 76 78 85 86 87 4

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COURSE PROGRAMME

DAY ONE

DAY TWO

DAY THREE

09:00

Registration

Learning review

09:20

Getting started Welcome and introductions

Writing objectives and key learning points A learner centred approach

Giving and receiving feedback Giving a BOOST

10:50

Break

11:10

Understanding how adults learn Adult learning principles and styles

Using different training techniques Participatory methodologies

Delivering training Practice sessions and feedback

12:40

Lunch

Lunch (13:00-14:00)

13:40

Taking a systematic approach The training cycle

Facilitating groups Making it easy

Delivering training Practice sessions and feedback

15:20

Break

15:40

Identifying training needs Knowledge, skills and attitudes

Designing training Writing session plans

Evaluating training Kirkpatrickâ&#x20AC;&#x2122;s four levels

17:10

Daily recap and feedback

Action planning and evaluation Course review

17:30

Finish

Time for preparation and optional coaching

Finish

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COURSE AIM AND OBJECTIVES Aim To develop the skills and confidence needed to design and deliver effective training sessions.

Objectives By the end of the course, you will be able to: 

State principles of adult learning and apply them to designing and running a training course or session



List the stages of the training cycle and the key activities that need to happen at each stage Adopt a learner-centred approach when designing and delivering training Write aims and objectives for training courses and sessions Design a training session that uses a variety of participatory methods Demonstrate a range of training skills and techniques Describe the role of a facilitator and ways to work creatively and constructively with groups Apply what you have learnt on this course to your own work

    



YOUR OBJECTIVES What are your personal objectives for this course?

Objective What do I want to learn by the end of the course?

How will I use what I have learnt here back at work?

Objective What do I want to learn by the end of the course?

How will I use what I have learnt here back at work?

Objective What do I want to learn by the end of the course?

How will I use what I have learnt here back at work?

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LEARNING LOG Learning logs are a way to enhance learning. They do this by helping you think about what you have learnt and how you can apply it back at work. They are also a record of what you have done that you can refer back to later. Learning logs also serve other purposes. One is to help you identify gaps in your learning and areas for further improvement. Another is to help you organise your learning, making it easier to revisit at a later date. Learning logs help by enabling you to reflect on the very process of learning, which in turn will help you discover how you best learn. On the next page is a learning log for this course. It is designed to feed into an action plan at the end of the course and it includes space to note what you thought of each session, so you can use it as a basis for feedback to the trainers. There is time built into the programme for adding to your learning log, usually first thing in the morning or at the end of the day. You can, of course, fill it in at any time.

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TRAINING OF TRAINERS LEARNING LOG Session

What did I think of this session?

What did I learn from this session?

What can I use from this session?

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How can I learn more about the topic of this session?

Session

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What did I think of this session?

What did I learn from this session?

What can I use from this session?

How can I learn more about the topic of this session?

Session

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What did I think of this session?

What did I learn from this session?

What can I use from this session?

How can I learn more about the topic of this session?

THE OCCASIONAL TRAINER It is not uncommon for staff in any organisation to have to occasionally train others. This is certainly the case in humanitarian organisations given that resources are often stretched and turnover of staff, particularly in the field, is sometimes high. The occasional trainer will often find him or herself in the role because of a particular skill or knowledge that they have. They are seen as the expert from whom others can learn. This is not to say that the role of trainer is always forced upon them. The occasional trainer may elect to take on the role; it may be a break from routine, something they enjoy doing, or an area of personal or professional development. Training others directly contributes to the success of a project or mission. Seeing others learn and develop can also be very motivating. The occasional trainer needs to be credible. They need to know their subject but, importantly, they also need to know how people learn. This is because as well as showing trainees what to do, the occasional trainer must also support and encourage trainees in doing it. The mindset should be as much about promoting learning as delivering training. Learning is about building confidence as well as competence – “You can do it!” is just as important as “Here’s what to do.”

HOW ADULTS LEARN Andragogy Andragogy refers to methods and principles used in adult education. The term has been around for many years and is used to describe a theory of adult education and learning, popularised in the US by the American educator Malcolm Knowles. Knowles asserted that andragogy (Greek: "man-leading") should be distinguished from the more commonly used term pedagogy (Greek: "child-leading"). See the table on the next page for differences between andragogy and pedagogy.

Notes

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WHAT ARE THE DIFFERENCES BETWEEN ANDROGOGY AND PEDAGOGY?

Demands of learning

Role of instructor

Andragogy

Pedagogy

Learner must balance life responsibilities with the demands of learning.

Learner can devote more time to the demands of learning because responsibilities are minimal.

Learners are autonomous and self-directed. Teachers/trainers guide the learners to their own knowledge rather than supplying them with facts.

Learners rely on the instructor to direct the learning. Fact based lecturing is often the mode of knowledge transmission.

Life experiences

Learners have a tremendous amount of life experiences. They need to connect the learning to their knowledge base. They must recognise the value of learning.

Learners are building a knowledge base and must be shown how their life experiences connect with their present learning.

Purpose for learning

Learners are goal oriented and know what purpose they are learning new information.

Learners often see no reason for taking a particular course. They just know they have to learn the information.

Permanence of learning

Learner is self-initiated and tends to last a long time.

Learning is compulsory and tends to disappear shortly after instruction.

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Core Adult Learning Principles Learners Need to Know Why, What, How Self Concept of the Learner Autonomous, Self-directing Prior Experience of the Learner Life related, Developmental task Orientation to Learning Problem centred, Contextual Motivation to Learn Intrinsic value, Personal payoff

Some characteristics of adult learners 

Adults need to know why they are learning something



Adults are motivated when learning contributes to their quality of life and self esteem



Adults have greater knowledge and wider experience than younger learners



Adults like to be able to evaluate, challenge and question



Adults need to integrate new ideas with "old" ones if they are going to keep and use the new information



Adults can find it more difficult to relate to, remember and recall if what they are learning is totally new



Adults consider themselves independent



Adults are concerned with immediate problems



Adults enter learning situations with their own goals, motivations and needs



Adults learn better by doing something rather than just reading or discussing



Adults like clear “hands-on” instructions



Adults prefer training programmes that deal with a single topic and focus on applying it to problems

Adults learn better when… 

they are involved



the goals and objectives are realistic and important to them



materials are structured to meet their needs



the subject matter is connected to their daily activities



learning is experience-based and results from doing and exploring something



learning is in informal but organised environments



materials are presented through a variety of methods with practical examples



subjects are explained and supported visually



activities and tasks are structured and clearly related to specific subjects



problem-solving



real, simulated or case study experiences are used



there are opportunities to apply and practise what they have learnt



structured, helpful feedback is given



learning situations are co-operative and in groups



not pressured, tested or judged



there is time for reflection and short breaks between topics

Notes

LEARNING FROM EXPERIENCE – KOLB’S LEARNING CYCLE As adults, we tend to learn from experience. And how we perceive and learn new things is influenced by previous experiences, education, background and culture. We like to have some control over what we learn and to be able to apply it to real situations. David Kolb’s famous model of experiential learning (1975) is shown below.

Concrete experience Doing something

Testing learning in new situations

Observations and reflections

What will I do differently?

What happened?

Forming abstract concepts and generalisations

What can I learn from this?

It helps to deliver training that includes some experiential learning. By making our training courses and workshops practical and ‘hands-on’, we help people to learn. They will be better able to recall key information, understand why certain things happen or why something is important, and they will be more likely to apply what they have learned in their everyday work.

Notes

Â© April 2017, RedR

DIFFERENT LEARNING STYLES Honey and Mumford (1992) described four main types of individuals, and their preferred ways of learning. The four learning styles are listed below and described in turn.    

Activists Reflectors Theorists Pragmatists

Activists Activists like to be involved in new experiences. They are open minded and enthusiastic about new ideas but get bored with implementation. They enjoy doing things and tend to act first and consider the implications afterwards. Activists like working with others but tend to hog the limelight. Activists learn best when

Activists learn less when



involved in new experiences, problems and opportunities



listening to lectures or long explanations



working with others in games, team tasks and role-playing



reading, writing or thinking on their own



being thrown in the deep end with a difficult task



absorbing and understanding data



chairing meetings and leading discussions



following precise instructions to the letter

Reflectors Reflectors like to stand back and look at a situation from different perspectives. They like to collect information and think about it carefully before coming to any conclusions. Reflectors enjoy observing others and will listen to their views before offering their own.

Reflectors learn best when

Reflectors learn less when



observing individuals or groups doing something



acting as leader or role-playing in front of others



they have the opportunity to review what has happened and think about what they have learned



doing things with no time to prepare



 

being thrown in at the deep end

producing analyses and reports and doing tasks without tight deadlines

being rushed or worried by deadlines

Theorists Theorists adapt and integrate observations into complex and logically sound theories. They think problems through in a step-by-step way. They tend to be perfectionists who like to fit things into a rational scheme. Theorists tend to be detached and analytical rather than subjective or emotive in their thinking. Theorists learn best when

Theorists learn less when



they are put in complex situations where they have to use their skills and knowledge



they have to participate in situations which emphasise emotion and feelings



they are in structured situations with clear purpose



the activity is unstructured or briefing is poor



they are offered interesting ideas or concepts even though they are not immediately relevant



they have to do things without knowing the principles or concepts involved



they have the chance to question and probe ideas behind things



they feel they are out of tune with the other participants, e.g. with people of very different learning styles

Pragmatists Pragmatists are keen to try things out. They want concepts that can be applied to their job. They tend to be impatient with lengthy discussions and are practical and down to earth. Pragmatists learn best when

Pragmatists learn less when



there is an obvious link between the training topic and their work



there is no obvious or immediate benefit that they can recognise



they have the chance to try out techniques with feedback, e.g. role-playing



there is no practice or guidelines on how to do it



they are shown techniques with obvious advantages, e.g. saving time or money

there is no apparent pay back to the learning, e.g. no time or money saved



the event or learning is 'all theory'

they have a role-model or credible expert

Most of us have elements of more than one learning style. Knowing which are your strongest and weakest styles will help you identify how you best learn. As a trainer, having an appreciation of the different styles will help you to design stimulating and effective training sessions.

Honey and Mumford’s Learning Styles Questionnaire (LSQ) is a widely used tool for identifying the learning styles of students and participants on learning programmes.

YOUR LEARNING STYLE CAN AFFECT YOUR TRAINING STYLE As a trainer, be aware of how your own learning style may affect your choice of activity. Aim to appeal to all learning styles and pick a range of methods, not just those that you might naturally favour. If you are an ACTIVIST you may be more likely to favour:

       

A wide range of different activities Brainstorming Experiential activities Games and role-playing Group tasks Icebreakers and energisers Problem-solving activities Unstructured “play-it-by-ear” activities

If you are a REFLECTOR you may be more likely to favour:

       

Activities building on pre-course work Exchange of information Observing or using observers Presenting research and analysis Reviewing group activities to learn lessons Showing videos and DVDs Structured group discussions Using video to record activities or role-plays

If you are a THEORIST you may be more likely to favour:

     

Analysis of information Handouts with detailed background information Presentation of theories, models, concepts, systems Question and answer sessions Relating the training activity to the relevant theory/model Structured situations

If you are a PRAGMATIST you may be more likely to favour:

    



Activities that have quantifiable end-results Anything with an immediate, practical application Case studies closely linked to people’s experience Demonstrations Practical exercises that give participants the opportunity to try things out Simulations of “real” situations

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Notes

Also widely applied, is Neil D Fleming’s VARK (or VAK) model. VARK stands for:    

Visual Auditory Reading (or writing) Kinaesthetic (tactile)

Fleming claimed that visual learners have a preference for seeing. Favouring pictures or graphics, their learning is aided by visuals. Auditory learners best learn through listening (lectures, discussions, recordings, etc.) and kinaesthetic learners prefer to learn via experience (moving, touching, doing, etc.). There are other models and theories concerning learning styles. What is important is that we recognise that people learn in different ways, and that this alone is a strong case for using a variety of methods and stimuli in our training courses and workshops.

A SYSTEMATIC APPROACH - THE TRAINING CYCLE The training cycle shows the process of designing and delivering training. There are five stages to the cycle, summarised as: Identifying and analysing learning needs Writing training aims and objectives Planning and designing training Implementing training plans Evaluating training

Although each stage has its logical place in the process, keep them all in mind throughout. Evaluation is a good example of this. It is important to evaluate the training at the end to see whether it has had an impact, but evaluation criteria need to be established at the outset. Some evaluation activities need to be built into the training design and carried out during the implementation stage. Similarly, you might gather additional information about learning needs from trainees during the implementation stage. It is therefore helpful to think of the five stages in the training cycle as moving forwards and backwards.

Identify and analyse the learning needs Evaluate the training

Deliver the training

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Write the training aims and objectives

Plan and design the training

Notes

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IDENTIFYING LEARNING NEEDS It starts with a need A training need is the gap between the current level of knowledge and skills, and the desired state – i.e. what someone needs to know or be able to do. Identifying and assessing training needs involves: Clarifying the desired change Identifying the trainees or potential trainees Analyse the gap in knowledge, skill or attitudes Starting to determine the best training approach (if, indeed, the solution is training) Clarify the goal Part of identifying the need is to clarify the goal (or purpose) for the training? This will help you determine what training people need by analysing the gap in knowledge, skills and attitudes. Later, it will give you something to measure the impact against. To get a goal, ask WHY? Note that when asking the question ‘why?’, you will sometimes arrive at reasons. For example, asked why people need training in stress management, you may be told that it is because people work in a highly stressful environment – this is a good reason but it doesn’t in itself tell us why there should be training –m what change is needed. A good goal starts with words like ‘to’, ‘in order to’ or ‘so that’. In this example, the goal may be ‘so that people remain effective in highly stressful situations’.

Mind the gap! Having established the goal, now consider the gap in knowledge, skills and attitudes. This will help you to determine what learning needs exist and, from this, establish whether there is a need for training and/or some other intervention. When analysing needs, it is important to have input from different sources: job holders, line managers, programme directors, training or human resource personnel. Depending on the context and purpose, other stakeholders might need to be consulted. It can therefore be a complex and time consuming task, often involving questionnaires and interviews. However, analysing needs can also be a simple task: observing what is happening, listening to people and reading reports.

Key methods and tools to be used when analysing learning needs are: 

Observation – structured observation of records, facilities, events, people and processes



Questioning and listening – for information and for gauging attitudes and knowledge



Role/job/task analysis – obtaining, recording and interpreting information about key elements and standards of role, job or task.

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Supervision and performance review – structured process of performance objective setting and regular monitoring and reviews



Reflective thinking and ranking techniques – tools for structuring analytical processes of problem solving

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Self-assessment – an essential method in needs analysis, using the learners’ assessments of their current performance and of their future needs



Recording – keeping accurate records for planning and evaluation

Notes

Donâ&#x20AC;&#x2122;t forget to update your learning log at the end the first day!

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WRITING TRAINING AIMS AND OBJECTIVES Having clarified why you are doing the training and analysed the learning needs, state what you want the training alone to achieve. There may be other actions that need to happen alongside the training if you are to achieve the stated goal. In the example of stress management explored earlier, the aim for the training may be something like ‘to help people take steps to minimise stress, and to recognise and deal with stress when it occurs’. In many cases, the purpose and aim will be very similar. Now you have an aim for the training, you can write some objectives. Writing SMART training objectives Training objectives tell us what the participants will be able to do by the end of a training session or course. Having training objectives helps us to plan; we know what we must include in the training session and what we can afford to leave out. We need to be clear about what we need to achieve and also be able to measure success. SMART objectives help with this. SMART objectives are: Specific – what, specifically, do we want the trainee to be able to do Measurable – we will be able to judge whether we have succeeded Achievable – it is possible given the time and resources available Relevant – it fits with the aim of the training and relates to other objectives Time bound – it is within a given timeframe, e.g. ‘By the end of the session…’ When writing a SMART objective, be careful about the words you use. Some words and phrases are vague, difficult to measure or open to interpretation. Avoid using these words or phrases like these, which are vague and hard to measure: Appreciate Be aware of Be familiar with Be interested in Believe Enjoy Have a feeling for

Have a grasp of Have a working knowledge of Have faith in Improve Know / Really know Realise Understand

Instead, use words like these, which are specific and easier to measure: Compare Conduct Construct Demonstrate Describe Design Differentiate Explain

Identify List Participate Select Solve Specify State Write

Watch me! Getting the right verb in your objective is a way of making sure your objective is measurable. Since you can usually measure what you can observe, try saying the phrase “Watch me…” in front of the verb. If the sentence makes sense, you’ve got it. For example: “Watch me understand…” doesn’t really work. “Watch me describe…” does.

Notes

Bloom’s Taxonomy Benjamin Bloom, an educational psychologist, proposed his taxonomy (classification) of learning in 1956. It has sometimes been adapted to include the following six levels of learning. These six levels can be used to structure the learning objectives, lessons and assessments of a training course. : 1. Remembering: Retrieving, recognising, and recalling relevant knowledge. 2. Understanding: Constructing meaning from oral, written, and graphic messages through interpreting, exemplifying, classifying, summarising, inferring, comparing, and explaining. 3. Applying: Carrying out or using a procedure through executing, or implementing. 4. Analysing: Breaking material into constituent parts, determining how the parts relate to one another and to an overall structure or purpose through differentiating, organizing, and attributing. 5. Evaluating: Making judgments based on criteria and standards through checking and critiquing. 6. Creating: Putting elements together to form a coherent or functional whole; reorganising elements into a new pattern or structure through generating, planning, or producing. Like other taxonomies, Bloom’s is hierarchical, meaning that learning at the higher levels is dependent on having attained prerequisite knowledge and skills at lower levels Bloom’s Taxonomy helps us to think the level of learning we want to achieve and the verb we might use in the training objective. Use the table on the next page to help you write SMART training objectives.

Notes

Using Bloomâ&#x20AC;&#x2122;s Taxonomy to write training objectives Bloomâ&#x20AC;&#x2122;s level

Key verbs

Example objective

Remembering

state, list, recite, outline, define, name, match, quote, recall, identify, label, recognise

By the end of the session, participants will be able to list reasons for writing training objectives

Understanding

restate, describe, explain, paraphrase, give original examples of, summarise, contrast, interpret, discuss

By the end of the session, participants will be able to explain what makes a good training objective

Applying

calculate, predict, apply, solve, illustrate, use, demonstrate, determine, model, perform, present

By the end of the session, participants will be able to apply the SMART tool to the task of writing a training objective

Analysing

classify, break down, categorize, analyse, diagram, illustrate, criticise, assess, simplify, associate

By the end of the session, participants will be able to assess whether or not a particular training objective is SMART

Evaluating

choose, support, relate, determine, defend, judge, grade, compare, contrast, argue, justify, support, convince, select, evaluate

By the end of the session, participants will be able to choose the appropriate verb for an objective according to the level of learning that needs to be achieved

Creating

design, formulate, build, invent, create, compose, generate, derive, modify, develop

By the end of the session, participants will be able to create their own training objectives using SMART and Bloomâ&#x20AC;&#x2122;s Taxonomy

Notes

KEY LEARNING POINTS Key learning points describe what you want people to remember from the training session, and which you therefore need to cover and reinforce. They should contribute to achieving the stated objectives. A useful way to identify key learning points is to write down everything you want to get across in your training session, and then decide which of these participants must know, should know, and could know. The things that you feel participants must know are the key learning points. Stick to having about four to six key learning points, and write them down. Make sure they are covered in the session and reinforced at the end. It can be worth including key learning points in a handout or course report so that participants have something to refer back to later. Risk, Threat & Vulnerability Aim of session To improve participantsâ&#x20AC;&#x2122; ability to assess threats to agency personnel and property, and to understand which threats an individual is likely to face, and thereby provide insight into how to minimise risk Objectives By the end of the session, participants will be able to: -

Explain the relationship between threat, vulnerability and risk List general approaches to conducting threat assessments List factors affecting agency and staff vulnerability

Key learning points 1. A threat is an event that may result in harm or injury to staff, or loss or damage to agency property and reputation. 2. Risk is the likelihood and impact of encountering a threat. 3. Vulnerability is the extent to which an agency is exposed to a threat. 4. Vulnerability is influenced by factors controlled by the agency and its staff. 5. Some threats pose a greater risk than others. 6. Risk assessment is a combination of threat and vulnerability assessment and is key to managing your security â&#x20AC;&#x201C; as an individual and as an agency.

DESIGNING TRAINING

Notes

USING DIFFERENT TRAINING TECHNIQUES Use training techniques that will hellp you achieve your objectives and appeal to different learning styles. There are plenty to choose from.

Notes

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BRAINSTORMING The idea behind brainstorming is to produce as many ideas as possible in a short amount of time. One barrier to the production of ideas is over-analysis, and many good ideas will be discarded if the participant is afraid of suggesting something that the other group members might consider stupid. There must be no fear of humiliation. In fact, silly ideas must be encouraged, as they will stimulate new ideas from other participants. When introducing a brainstorming session, spend a little time discussing the value of suspending judgement. Agree the ground rules for brainstorming with everyone and make any modifications before starting. Assign a ‘scribe’ who will facilitate the session and record all the ideas that are produced. Use a flipchart or whiteboard and place it so that everyone can see. Set a time limit. When facilitating a brainstorming session, remind the group that:         

Every contribution is valuable. Quantity is important, not quality Weird, way out, silly ideas are all welcome. Practicality is not a criterion Active participation from everyone is encouraged Announce an idea as soon as it enters your head Do not censor your own ideas Do not criticise or evaluate other people’s ideas Do not discuss any ideas during the brainstorming session Build on ideas. Let ideas that have been presented stimulate new ideas ALL ideas will be recorded exactly as they are presented

After the brainstorming session, go over the list to make sure that everyone understands the ideas. Remember that you are still only clarifying the ideas, not making judgments about them. If ideas are the same they can be combined. Remember - every contribution is valuable!

Notes

Content for this section was provided by the Training and Development Unit in the International Federation of the Red Cross and Red Crescent Societies (IFRC) and BOND – British Overseas NGOs for Development

Individual work This method can be used independently or in combination with any of the methods explained below. Individual work is when participants work on their own, typically on short questions or self-tests which demand personal responses or reflection. This method allows for: 

Individual input, encouraging everyone to participate



Individual time for quiet reflection



Feelings or behaviour which they don't wish to reveal to others but which they do want to remember for themselves

Pair work Participants work with their immediate partner, working logically from one side of the table. A group of three may be necessary depending on numbers. Benefits of pair work are: 

People feel less vulnerable discussing in pairs than in plenary session



It helps to build up trust and understanding before organising group work



Helps individuals to gain confidence

How to do pair work: 1. Ask people to “talk to their neighbour” or group participants in twos or threes 2. Invite the groups to share their ideas, views and opinions on a specific topic 3. Circulate around the groups

Round-the-table The benefits of round-the-table input and discussion are that it: 

Takes less time than group work



Allows participants to contribute personal examples



Ensures wider sharing of experiences



Allows the facilitator to control the process and therefore the time

How to do round-the-table: 1. Ask for responses around the table starting at one end and moving to the other in progression 2. Ask for volunteers to respond 3. Make it clear when the topic is sensitive that is up to them to choose the issues that they want to disclose 4. Acknowledge everyone's contribution, either by the raising of hands or a simple nodding of agreement. Sometimes when common responses are anticipated or occur, it may not be necessary to get a response from everyone. However, it is important to acknowledge responses. People will soon lose interest in activities if they feel their efforts are going unrecognised or un-rewarded.

Snowballing Snowballing is simply a term that means that the discussion gets bigger as you involve more people (in the same way that a snowball gets bigger when it is rolled in snow). The benefits of using the snowballing technique are that it:    

Demands everyone's participation Allows everyone to contribute Generates ideas because of the sharing of ideas in the paired and group discussions Focuses responses because of the peer monitoring

How to do snowballing: 1. Pose a question and allow participants to consider the question individually 2. Have participants discuss the same question and their individual responses with a partner 3. Ask pairs to join and consolidate and present their responses as a group 4. You may or may not need a plenary discussion to allow for a full group summary 5. Give very clear instructions about what is expected as the outcome 6. Give very clear time limits and stick to them

Buzz Groups Buzz groups differ from syndicate group work in that they meet for a short time - about 5 minutes. The entire group is divided into small groups of three or four people who talk quickly about a topic. There is then a buzz of discussion around the room. If you plan to use buzz groups frequently, arrange the seating so that it facilitates this. Benefits of buzz groups are: 

Results are quick



Short discussion on a topic energises people



They can be used spontaneously

How to conduct buzz groups: 1. Plan carefully the exact question or topic you want them to discuss 2. Give precise details of what you expect from the discussion 3. Limit responses to no more than three 4. Stick to time limits 5. Get responses from all groups

Small groups Experienced participants can often be allowed to form their own work groups. However, guard against homogeneous groups where more mixed groups are desirable. Simply 'count off' the participants into small groups, i.e. 1, 2, 3, (or 4, if 4 groups will be required) if the groups do not need to be balanced in any way. Or use a more creative way to break onto groups. Considerations for small group work: 

Number the groups and allocate them a working space. This may be in the same room, but in the case of lengthier, more complex tasks, it is advisable to have groups work in separate rooms if they are available



In general it is preferable to re-assign groups to allow participants to work with different people, especially in a 3 to 5 day workshop, although you will want to keep the same group working through several related tasks



The optimum number for group work is five or six. The minimum is four (threes can work if you have no alternative, but people feel more exposed and less of "a group")



The maximum is probably eight. Beyond eight, it becomes difficult for everyone to contribute effectively and timing becomes a problem



When language is an issue, more time may have to be allowed for tasks and the ensuing discussions to be translated - often into and from more than one language

Even where this is the case, it is important to allow and encourage everyone to contribute. Encourage everyone to contribute to the discussions 

Insist that everyone takes on the roles of reporter and presenter. It is important for you to enforce this at the beginning as some groups will appoint the most outspoken person or most skilled in the working language as the presenter and this can result in only their opinion being expressed



Control the dominance of one group over another

Practical considerations: Most group work involves presentations using flipcharts to present the key points. Flipchart paper as well as large felt-tip marker pens must be available to all work groups. Flipcharts must be available in the main training room for the work-group presentations as well as short presentations by the facilitator or invited speakers. It can be useful to display the results of group work presentations as they allow participants to view them at a later time and also allow the facilitator to tie in points throughout the seminar. Use masking tape or 'blue tack'. The quality of a presentation can be improved by its readability. Instruct groups to produce large legible text. Perhaps the best way of doing this is by creating a flipchart with some basic hints.

Tips for facilitating group work:  Give clear instructions about the composition of the groups  Clearly allocate groups a workspace and materials  Give clear instructions to the group about the task  Prepare a handout if different groups will work on different tasks  Use a flip-chart or board if the groups work on the same task  Include clear instructions about recording and reporting  Insist that all participants are responsible for each role at some time  Set clear time limits  Assign a time keeper  Give instructions about the readability of the flipcharts

Using case studies Case studies describe a real or imagined scenario. Scenarios can be provided in narrative or image form, by the trainer or produced from the group. They provide an opportunity for groups to analyse and problem solve, applying theory to hypothetical practice. Case studies can be used to develop understanding, skills and knowledge and can provide an invaluable relevant opportunity to reinforce learning. Tips for using case studies: 

Allow sufficient time for groups to work through the case studies



The maximum group size is probably eight. Beyond eight, it becomes difficult for everyone to contribute effectively and timing becomes a problem



Time must be factored for group presentations



Vary the ways groups report back but ensure that every group has an opportunity to present at least part of their work



Case studies that relate directly to a real situation can be valuable for their realism but can stop participants learning as they bring their own lens of experience to the case study rather than approaching it direct. Political sensitivities can also be a problem.



Scenarios that are created can be useful to provide ‘distance’ for the participants but there can be a danger of oversimplifying issues.



Don’t overload the scenario with too many details. Ensure that the information in the case study is accurate and relevant to the learning points.

Notes

Using flip charts Flipcharts are the staple communication method for training. Used for reporting back from groups, brainstorming, noting key points or for filling in for the PowerPoint presentation after a power failure, no training event can ever be complete without them. Advantages 

Cheap



Easy to use



Can be used to keep a record of trainees’ objectives or other important points and fixed to the walls of the room



Excellent for reporting back from small groups



Versatile



Instant visuals



Very flexible



Does not rely on electricity

Disadvantages 

Difficult to write on quickly



Not suitable for groups over 30 as too difficult to read



Awkward to flip back and forwards



You have to face away from the trainees while writing, making it difficult for them to hear what you say.

Tips on preparing flipcharts 

Plan your presentation in advance. Plan what you are going to say on each flipchart page



Use corner cribs in pencil to remind you of what to write



Mark in headings lightly in pencil



Prepare key charts in advance



Pencil in graphics (or just place dots) by tracing from prepared drawings and impress the participants with your drawing skill



Put tabs on key charts so that you can locate them quickly



Check if you have a problem with markers bleeding through to the next sheet. If you do, try different markers or flipchart paper.

Tips on using flipcharts



Write in outline format. Use only bullet points in capitals, not whole sentences



Liven up your flips with coloured graphics or even with prepared graphics that you stick on



Use dark colours for text. Black and blue are best. Light colours are difficult to read from the back.



Use thick markers (bring your own as training venues often only supply the thin ones)



Write, turn and talk, write, turn and talk and so on, writing only a few words at a time as it is very difficult to hear a presenter who is talking away from you

Using role plays A role play is an enactment of a situation which allows participants to explore different behaviour and emotions in a given set of circumstances. A key characteristic of this method is that people act out roles, and an assigned observer gives feedback after the role play. Roles can be assigned or participants can create their own roles. In either case, participants should understand that role plays are not about acting but simulating normal behaviour. Role play is useful for attitudes and skills training. When facilitating role plays, remember: 

Give clear, written instructions



Role plays encourages empathy, imagination and observation in an environment and, as a result, can be a powerful learning tool



Role plays is economical and can be creative and fun



Role plays can be risky if it is not facilitated carefully. Allow people privacy when carrying out the role play



Role plays is only useful if participants receive valid constructive feedback at the end of the role play. This can be given and discussed on an individual basis, with a plenary discussion about learning points to reinforce learning



Role plays can require considerable preparation and time to carry out



Role plays should begin with a detailed briefing and provide an observation checklist for maximum results



Role plays requires a sensitive briefing and debriefing process - don’t forget to plan time for this when designing the session. De-role role players before debriefing.

Icebreakers and energisers These are short activities which encourage participants to move around, relax, take a break from what they are doing or get to know one another better. Some may have relevance to a topic, some may develop skills and others are designed to change the pace or focus of the training. Energisers and games can be particularly useful after a long presentation, or to start the first afternoon session of a workshop. As a general rule, energisers should be chosen with sensitivity to the cultural, gender and religious norms of the group. People’s physical abilities should also be considered. Examples: ‘Move to the spot’ This energiser takes five minutes. Ask participants to spread around the room and to pick a particular ‘spot’ that is ‘theirs’. Then ask people to move around the room, doing something suggested by the facilitator, such as: “Say hello to anyone wearing red; Hop, skip or jump; Whistle or make a strange sound; Walk backwards”, and so on. When the facilitator says “Stop!” everyone has to get back to their ‘spot’ as soon as possible. This game can be fun if it is not done for too long - people will get bored quite quickly.

‘Ha!Ha!Ha!’ This energiser is useful for changing pace or if there is tension in the group. The facilitator explains that s/he is going to make them laugh. The facilitator starts by saying “Ha!” and getting the next person to repeat this, adding another “Ha!”. Participants then repeat what their neighbour says, adding another “Ha!” each time. In this way, people are ‘made’ to laugh and very quickly everyone will be laughing. It really works!

‘Making rain’ This is similar to the ‘Ha!Ha!Ha!’ energiser. Everyone sits in a circle and the facilitator starts by drumming her/his fingers on a table or chair. The next person starts to drum their fingers, then the next, until everyone is drumming their fingers. The sound is like that of heavy rain or a thunderstorm. End the exercise when everyone is ‘making rain’.

‘A’s and B’s This energiser can also be used to form random groups. Find an open space for this exercise. Participants should silently choose one person in the group to be their ‘A’ and

one person to be their ‘B’ (there are no criteria for selecting As and Bs). Once everyone has made their choice, the Facilitator explains that people should now try to get as close to their ‘A’s” as possible and as far away from their ‘B’s’. People should be encouraged to move quickly - the only rule is that they are not allowed to touch anyone. After a few minutes, participants are asked to reverse the process (getting close to the ‘B’s’ and far away from the ‘A’s”). This exercise will make people move about in unusual ways and should generate a lot of laughter. Remember: 

Energisers can be as simple as allowing the group to go outside for five minutes



Can be used as a quick skills development exercise



They can be flexibly used; when you see participants ‘snoozing’ make them leap up to do an exercise



The relevance of the exercise can be lost on participants, and they can be seen as silly or a waste of time



Some energisers involve a lot of physical activity, which needs to be carefully controlled



Always try to use an energiser in the after lunch session when participants might feel sleepy



Only use ice breakers that you personally are comfortable with, otherwise they can be unconvincing for participants Know your group – be sensitive to local customs, culture as well as the ability of individuals to take part



Keep a note of the icebreakers and energisers that we try out on this course.

Notes

Choosing the right method or activity Appropriateness of the content Choose an activity that is applicable to the audience. Your objective is to engage and involve all participants and not to exclude anyone because they do not understand jargon or particular situations. Relevance to the topic Ensure that the activity is relevant to the topic you are training. Participants are usually happy to do what you ask them to but they need to see that it has a point, otherwise they may feel that time is being wasted. Use an activity if it helps to achieve your objectives, not simply because it is fun or you have seen or tried it before. Relevance to the group The material must be relevant to the participants. Consider their experience, knowledge, roles, seniority, language ability and, importantly, culture. Expectations of the participants It may not always be possible to establish participants' expectations prior to the training session, but the more you know about the intended audience the better you can select appropriate activities. Familiarity of participants Find out whether the participants in the group are acquainted with each other before the session. If they have not met before, select initial activities that will help them get to know one another. Previous exposure to activities Participants may have attended several training courses and already have seen the activities you intend to use. Try to keep the training fresh by researching or developing new activities, rather than repeating ones used on other courses. Confidence levels of trainees Some participants may initially lack confidence in training programmes. They do not want to embarrass themselves and need time to build confidence and trust with colleagues and trainers. Do not put individuals on the spot but try to draw people in by recognising that they have something to contribute Willingness to participate A willingness to participate is often tied to confidence. People are more likely to participate in a relaxed non-threatening environment. But you should also be aware of

why trainees are attending the training. If they have been told to attend by their manager and do not see a benefit for themselves, this will obviously influence their willingness to participate. Ability to complete Participants must be able to be complete activities during the time available. It is very frustrating to get involved in something only to be told you have run out of time to complete it. As part of your preparation, try out new activities with colleagues to have an accurate feeling for time and possible outcomes. Ability to solve Activities, especially case studies and role-plays, must be able to be resolved by the participants. If people are presented with problems which they are unable to resolve either individually or collectively then you will set them up to feel frustrated and the learning experience will be a negative one. Briefed All activities must be presented with clear, precise instructions. If an activity, such as a role play or simulation, requires participants to adopt a particular role, ensure it is clearly explained. Debriefed To maximise learning, allow sufficient time to debrief activities. It is often here, when people are relating what happened and what they did, that the lessons learnt emerge. Often the activity needs to be debriefed on several different levels: what happened, what did you learn, and how does this apply to your particular actual work situation?

Notes

Pick some different methodologies. Think about when and how you might use each, the pros and cons, and any factors to consider:

Methodology

Pros & Cons

Factors to consider

THE PROBLEM WITH POWERPOINT If you have worked in an office in the Western world in the past 25 years, you will probably have sat through a PowerPoint presentation. But there's a problem. They're often boring, writes presentation expert Max Atkinson. In the past 25 years, I've asked hundreds of people how many PowerPoint presentations they've seen that came across as really inspiring and enthusiastic. Most struggle to come up with a single example, and the most optimistic answer I've heard was "two". So what are the main problems? SCREENS ARE MAGNETS FOR EVERYONE'S EYES Beware of anyone who says that they're "just going to talk to some slides" - because that's exactly what they'll do - without realising that they're spending most of their time with their backs to the audience. Yet eye contact plays such a fundamental part in holding an audience's attention that even as brilliant a speaker as Barack Obama depends on an autocue to simulate it. So remember that the more slides you have and the more there is on each slide, the more distracting it will it be for the audience - whereas the fewer and simpler the slides are, the easier it will be to keep them listening. READING AND LISTENING DISTRACTS AUDIENCES If there's nothing but text on the screen, people will try to read and listen at the same time and won't succeed in doing either very well. If the print is too small to read, they'll get irritated at being expected to do the impossible. Nor does it help when speakers say "as you can see", or the equally annoying "you probably won't be able to read this". SLIDES SHOULDN'T JUST BE NOTES Few speakers are willing to open their mouths until they have their first slide safely in place. But all too often the slides are verbal crutches for the speaker, not visual aids for the audience. Projecting one slide after another might make it look as though you've prepared the presentation. But if you haven't planned exactly what you're going to say, you'll have to ad lib and, if you start rambling, the audience will switch off. To avoid this requires careful planning. Do this before thinking about slides and you won't need as many of them - and the ones that you do decide to use are more likely to help to clarify things for the audience, rather than just remind you of what to say next.

INFORMATION OVERLOAD You think bullet points make information more digestible? Think again. A dozen slides with five bullet points on each assumes that people are mentally capable of taking in a list of 60 points. If it's a 30-minute presentation, that's a rate of two-per-minute. This highlights the biggest problem with slide-based presentations, which is that speakers mistakenly think that they can get far more information across than is actually possible in a presentation. At the heart of this is a widespread failure to appreciate that speaking and listening are fundamentally different from writing and reading. In fact, the invention of writing was arguably the most important landmark in the history of information technology. Before writing, the amount of information that could be passed on to others was severely limited by what could be communicated in purely oral form (ie not much). But the ability to write meant that vast amounts of knowledge could be communicated at previously unimagined levels of detail. The trouble is that PowerPoint makes it so easy to put detailed written and numerical information on slides that it leads presenters into the mistaken belief that all the detail will be successfully transmitted through the air into the brains of the audience. THE BULLET POINT PROBLEM A Microsoft executive recently said that one of the best PowerPoint presentations he'd ever heard had no slides with bullet points on them. This didn't surprise me at all, because we've known for years that audiences don't much like wordy slides and don't find them as helpful as pictorial visual aids. What does surprise me is that so many of the program's standard templates invite users to produce lists of bullet points, when the program's main benefits lie in the creation of images. If more presenters took advantage of that, inspiring PowerPoint presentations might become the norm, rather than the exception. Max Atkinson is the author of Speech-making & Presentation Made Easy. Story from BBC NEWS:http://news.bbc.co.uk/go/pr/fr/-/1/hi/magazine/8207849.stm Published: 2009/08/19 07:31:01 GMT ÂŠ BBC 2012

FACILITATING GROUPS Making it easy To ‘facilitate’ means is to ‘make it easy’– easy for participants to get to know each other, contribute ideas, share experience, increase their knowledge and understanding, develop their skills, build their confidence, etc.

Facilitation is: 

Opposite of dictating



Helping a group work well together and achieve a task



Empowering everyone in the group to be involved



Making it easy

Facilitation involves: 

Following a process



Setting the scene clearly



Being clear about the objectives



Encouraging people to participate



Active listening and skilful questioning



Moving the discussion on



Helping group achieve its goals and objectives



Recapping and summarising



Managing time

Facilitation is not about: 

Being the expert



Providing answers to all the questions



Leading or monopolising the discussion



Allowing the group to do as it pleases

Encouraging participation Non–verbal communication techniques: 

Attentiveness



Voice tone



Facial expressions



Movement



Silence

Verbal techniques: 

Ask open questions



Respond positively to all contributions



Refer to previous contributions and ask follow up questions



Ask for more specifics, examples



Re-direct questions to others



Paraphrase to indicate you are listening and check understanding



Ask for and encourage different viewpoints

Some other techniques you can use: 

Give people time to jot down ideas then ask each in turn



Break into smaller groups/pairs then feedback to main group



Post up topic sheets for people to view and write comments on



Ask people to mark their view on an issue on a score line you draw

Notes

DESIGNING TRAINING

SESSION PLAN TEMPLATE

Course Title Session Title

Length Of Session

Aim Objectives Key Learning Points Linked Session, Context Or Rationale Session Overview Time

Method

Handouts, Resources And Materials Used Detailed Methodology Time

Method

Supporting Information History Trainer Feedback

Notes

Donâ&#x20AC;&#x2122;t forget to update your learning log at the end the second day! 57

ÂŠ April 2017, RedR

GIVING AND RECEIVING FEEDBACK Approaches to giving feedback Your approach to giving feedback will vary depending on the relationship you have with the person/people receiving the feedback (i.e. if it is imposed, formal/informal, between equals, etc.). It will also vary according to the personalities of those involved, the length of the relationship, the time available for the discussion, the specific cultural context, time of day, hierarchy, gender, age, trust, the need for variety of approach etc. The four styles below of telling, suggesting, encouraging reflection and working together set out broad approaches but it is likely that in a training relationship, the trainer will employ each of them over time. For example, it might be useful to use the telling approach with someone who is more inexperienced to give them confidence and then slowly remove the level of support over time, by changing to a more suggesting approach, and then to encouraging reflection. You might use a variety of approaches during one session as you react to the tenor of the discourse. Telling In this approach the trainer has the ‘knowledge’ and is passing this knowledge on. The trainer identifies areas where a trainee can improve and give advice on how to do so. There may be a two-way conversation and the outcomes of this discussion could form the basis of an action plan. This approach suits people who like to be or who are used to being ‘told’ what to do. It is quick and to the point. However, research shows that change in training practice is most likely to happen when people set their own individual agendas for change. Suggesting In this approach, the trainer has the knowledge, but will offer alternative ways of doing things, sometimes without giving each a value. In this way, the trainee who is receiving the feedback has some involvement in the direction of his/her development. This approach is a useful first step away from ‘telling’. It keeps those who like to be told in their comfort zone, while at the same time encouraging them to reflect on alternatives and start a professional dialogue. Encouraging reflection In this approach, the trainer acts as a sounding board and becomes someone with whom the trainees can discuss ideas or issues. The trainer offers little in the way of personal opinion. Rather, the trainer questions that enable the trainees to come to their own conclusions about future actions. This approach gives the trainer the opportunity to find out the values and attitudes of the trainees. Furthermore since trainees are coming up with their own ideas, rooted in their everyday experience, this approach is very motivating and is more likely to lead to change in practice.

However, some trainees may find this too challenging especially if they or their culture is not used to it. They may have different expectations from the relationship, i.e. they expect and want to be given more guidance. Finally, this approach requires skill in questioning on the part of the trainees and plenty of time available for them to reflect and reach their own conclusions. Working together In this approach the trainer and trainee both assume equal positions. Each is free to voice their opinion in an atmosphere of open debate, focused on moving the understanding of the trainee forward. This approach shows mutual respect, can be extremely motivating and likely to lead to change in practice. However, it may not be appropriate in some cultures where the ‘expert trainer’ should not be challenged. Even in other cultures, it may take time for the trainer and trainee to get used to it.

Notes

Don’t forget to update your learning log at the end the second day!

Feedback is one of the most effective ways of learning more about ourselves. It has been said that the last thing we learn about ourselves is the effect we have on others. The Johari window and feedback The Johari window model demonstrates how valuable feedback can be. around two ideas:

It is based

1. Individuals can build trust with others by disclosing information about themselves. 2. Individuals can learn about themselves and come to terms with personal issues with the help of feedback from others. If we are prepared to disclose something of ourselves to others and receive constructive feedback we will develop self-awareness and thus improve performance. The model represents a person as a four pane window:

Known to me

Known others

Unknown to me

to 1. Public Arena

2. Blind spot

feedback

Unknown to others

3. FaĂ§ade

4. Unknown

(Hidden area)

(potential)

openn ess

The first pane shows those attitudes and behaviours which are in the public arena and hence known to everyone involved.

ÂŠ April 2017, RedR

The second pane is the blind spot. The attitudes and behaviour here are those that the individual is not aware of, but can be seen by others. Feedback can be used to make the individual aware of these attitudes and behaviours, and so decrease the size of the blind spot. This gives them the chance to act on the information received and so improve performance. The third pane contains those attitudes and behaviours which an individual keeps hidden from others. Disclosing some of this information can reduce the size of the hidden area and can help to build trust in a team. Obviously some hidden information is more relevant to work than other information, and some is not appropriate for a work situation and hence best kept hidden. The fourth pane contains those things which are not known to the individual or to others. A combination of feedback and self-disclosure will decrease the size of this unknown area which could lead to personal and professional development. This links with selfactualisation as described in Maslowâ&#x20AC;&#x2122;s hierarchy of needs. Constructive feedback increases self-awareness, offers options and encourages selfdevelopment so it can be important to learn to give and receive it. Constructive feedback can contain both positive and negative feedback and it is therefore important to learn to give feedback skilfully. Destructive feedback is that which is given in an unskilled way and which leaves the recipient feeling bad. The other disadvantage to this type of feedback is that the recipient is likely to reject what has been said.

Notes

ÂŠ April 2017, RedR

Donâ&#x20AC;&#x2122;t forget to update your learning log at the end the second day!

Giving Skilled Feedback Before: 1. Be clear about what you want to say in advance; practise if necessary  



State the purpose of what you are about to say. If you are not absolutely clear about what it is you’re going to say it is easy to forget the main message or deliver a confused message. Giving feedback is often as difficult as receiving it. It is important to explain the purpose of what you are about to say so the recipient understands that you are not simply making gratuitous comments. This will also enable them to understand that feedback is a two way process and that they have a right to respond.

2. Encourage self assessment 

It can be very helpful if you can encourage an individual, through using gentle probing questions to identify a pattern of behaviour for themselves rather than by telling them. This can cut down your hard work and also means the individual is more likely to commit to change as they feel they have ownership of the problem.

During: 3. Give balanced feedback 

Most people need encouragement, to be told when they are doing something well. It is hard to receive a lot of criticism without any acknowledgement of what has been done well. Similarly, if all we hear is that we are doing a good job, how can we improve?

4. Be specific 

Avoid general comments which are not very useful when it comes to development. Statements such as “Could do better” or “Reasonably good” may be pleasant or dreadful to hear, but they do not give enough detail to be useful sources of learning. Pinpoint exactly what the person did which led you to use the label.

5. Be descriptive rather than evaluative



Give the person specific examples of what you saw or heard and the effect it had on you, rather than merely saying something was ‘good or bad’, etc.

6. Select priority areas 

Don’t save it all up and give the person one huge bumper bundle, especially if there is considerable negative feedback to be given. This is not only likely to alienate the recipient entirely, but also may mean they will never again value any feedback you give them.

7. Offer alternatives 

If you do offer negative feedback then do not simply criticise; suggest what the person could have done differently. Turn the negative into a positive suggestion.

8. Own the feedback It can be easy to say to the other person “You are....,” suggesting that you are offering a universally agreed opinion about that person. It is important that we take responsibility for the feedback that we offer. Beginning the feedback with “I think....” or “In my opinion....”is a way of avoiding the impression that we are telling the person a “universally agreed judgement” about themselves.

Finally: 9. Leave the recipient with a choice 



Gain commitment to change where agreement is reached. Feedback which demands change or is imposed heavily on the other person may invite resistance, and is not consistent with the belief that each of us are personally responsible for choosing what we do. It does not involve telling somebody how they must be to suit us. Skilled feedback offers people information about themselves in a way which leaves them with a choice about whether to act on it or not. It can help to examine the consequences of any decision to change and identify appropriate ways forward for the individual. Gaining commitment by encouraging the individual to repeat back to you any planned change can help to reinforce commitment to that change.

10. Recap on good points End on a cheerful note by reminding the recipient that it’s not all bad!

Remember: Failure to give negative feedback can result in: a) No change in the person’s behaviour because they have never heard that it is causing difficulties. b) An enormous confrontation in the future as things build up until we blow up. c) Problems in our continuing relationship with the person which naturally develop when we are aware of something and they are not, or when we are trying to keep something from them. Remember feedback should be non-judgmental, clear information to another person about how their behaviour affects you.

Giving feedback is not an end in itself, but the beginning of a new agreement between two people.

Notes

Don’t forget to update your learning log at the end the second day!

DELIVERING TRAINING TRAINER TIPS The power of suggestion – always ensure that you do not ‘suggest’ to participants that time is too short, the next bit will be boring etc. or you will see your comments come straight back in the evaluation form! Mention only what you are about to do without mentioning, for example, whether you think there is enough time. Leave silences – it is easy to imagine that you should fill the silence, however remember the old journalist tip of leaving a silence which inevitably the interviewee will want to fill. Silences seem longer then they really are, but they may give the space for a participant to come up with a suggestion or answer. Beg, steal and borrow – it is necessary for trainers to have inquisitive minds. It is not enough to always accept the standard way of training a subject. Always try and think of innovative ways of getting subject matter across. This will mean that you are constantly reading books, watching how other trainers do things, asking questions and looking out for suitable material. Of course you must remember copyright rules, but a lot of material out there can be adapted and is free for anyone looking for it. Creativity – never be afraid to make something your own. Always try to think of new ways of doing things and unusual angles for looking at things. For example, trainers tend not to use video clips fully enough; they provide diverting material and can often illustrate a point much quicker than can be done through talking. Comfort levels - always be sure that you are comfortable with your material – any level of discomfort reveals itself very quickly to the participants. Do not accept that you have to run things as given. Remember that you can always adapt materials to suit your own training style. Set clear objectives – there have been many times when trainers have thought there was not enough time, or there was too much time to achieve what they had set out in their training objectives. The most important lesson many have learnt over the years is to always listen to their gut reaction to the achievability of objectives. Allow a little more time than you would imagine you need, (no participant minds an early or longer break), and ensure that you have built in measures to assess learning so you know whether or not you have achieved your objectives. Set them at the beginning – don’t plan your session and fill in the objectives later – they really do inform your training session plan! A workshop has a life – an important lesson is that every workshop has a life of its own. The purpose of including this tip is that it is easy to be despondent, for example, at the end of the first day when participants seem not to be as amazed with your training prowess as you might like.

However remember so long as you have sufficient practical exercises to back up the often over informative first day they will definitely recognise the build-up over the days. Participants are often impatient for everything immediately so when you do an end of day evaluation they will comment on the fact that nothing has been done on ‘x’ yet; just smile sagely and let the course of the workshop reveal itself! Include ‘hooks’ or ‘bangs’ – think of ways to start sessions off which will catch the interest of the participants. These have to be your own as you will only be comfortable with your own material – examples may be starting with a personal anecdote that relates to the session – this is particularly effective when dealing with personal skills or attitudes. Another example would be to provide a prop that illustrates something that is going to be talked about later – whatever you use should be a link to the subject should last no more than a minute or two and should be designed to catch interest. Always give the context of the session you are about to give in the overall training programme. Say it, say it again and then say what you said – it is easy to over-estimate the effect of the sound of your own voice. Always recognise that participants need to hear main messages repeated in many ways. This may mean that you present some information, back it up with a practical exercise and then recap the key points at the end of the session. This was driven home very clearly when running a 3 day training programme on assessment which depended on observation. When an individual was later assessed he proclaimed that the word observation had never been mentioned, despite the fact that the training had spoken of little else for 3 days! Communicate with learners at all times – obviously you will have every opportunity to communicate with the participants during the training session; the message given here is that learning through sociability does not stop at the end of the session. A good trainer should be talking to participants during the breaks and even in the evenings, leaving some time, of course, to themselves. Build in structured devices for participants to talk to you if you feel the group is too big, like focus groups or ‘clinics’. (See later). Clear instructions – think of ways to ensure that instructions are clear. More time is wasted getting groups to form and complete a task than on anything else. Give written instructions where possible; this can be a task brief given out as a hand out, or instructions written on a flip chart. If groups are about to do an exercise which entails a lot of paper work ensure groups are formed and settled before distributing the exercise. Always ensure that you are not giving out instructions while groups are moving about or forming as you will find yourself repeating the instructions over and over again. It is also worthwhile to visit each group once they have started an exercise to check they are on the right track. Models for seating – there are many ways to seat a group to maximise interaction, and it obviously depends on the size of the group, the room and the activities that are to be undertaken. The important thing to remember is that as the trainer you take control of the room, and change the lay out to suit the training session, even if this means moving 66

grumbling participants who are happily seated in a back row! Don’t start training until you are happy with the lay out. Be prepared to throw the plan out of the window! – It is difficult sometimes to completely change direction if you are an ‘occasional’ trainer or are not completely confident with the training materials. However it is more important to satisfy participants than religiously follow your plan; this means being flexible, listening to the feedback you are getting from participants and responding when appropriate.

Notes

Don’t forget to update your learning log at the end the second day!

STAND AND DELIVER! Now that you analysed the learning needs, written SMART learning outcomes, identified key messages and designed a participatory learning event that appeals to different learning styles, it is time to stand and deliver!

Use this checklist to help you deliver a really successful training event.

 Arrive early to set up the room and check the equipment  Be there to greet people as they arrive  Include an icebreaker activity to help people get to know each other  Share or agree the agenda, always referring to the leaning outcomes for the event  Establish ways of working that everyone agrees to – no distractions (phones etc.), active participation, respect for each other, ask questions, keep to time, etc.  Start with a great introduction, grabbing people’s interest and making clear the benefits to them of their being there and participating  Stick to the schedule as much as you can, allowing sufficient time for breaks  Encourage questions and when asked one, repeat it for the benefit of everyone  If there are questions you cannot easily answer or that are not directly related to what you are focused on at the time, create a ‘carpark’ on flipchart paper. Remember to return to this later  Ensure everyone has the chance to talk and ask questions. Include work in pairs or small groups as this will help those who might not speak up in front of everyone  Include time for reflection and note-taking  Keep it real. Relate what people learn to what they will be doing back at work  Occasionally recap what has been covered so far. Reinforce your key messages  Invite questions at the end and then summarise. And do it this way, not the other way around. A good ending is as important as a good beginning.

EVALUATING TRAINING Training can be evaluated at different levels. We want to know whether participants were happy with the training they received but also that they learnt something. We want to find out what changes the training leads to and, ultimately, what impact it has. Kirkpatrick’s four levels of evaluation In 1959, in his doctoral dissertation, Donald L Kirkpatrick presented a model of evaluation that comprised four levels. Forty-five years later, Kirkpatrick’s approach to training evaluation remains widely used and quoted, perhaps because it is simple and complete.

Kirkpatrick

Level 4: impact Level 3: behaviour

Level 2: learning

Level 1: reaction

Understanding the four levels: Level 1 (Reactions) looks at participants’ satisfaction with the training and their immediate reactions to it. Level 2 (Learning) looks at what has been learnt. What do participants know now that they didn’t know before the training? What new skills have they mastered? Level 3 (Behaviour) looks at what participants are doing differently as a result of the training. How has what was learnt on the course been transferred to their everyday life and work? Level 4 (Results) looks at the impact that the training has had on participants’ performance and the community in which they are working. 69

Each and all of the four levels are important if a reliable and useful evaluation is to take place. The model is, therefore, a way of planning and structuring a comprehensive training evaluation. Level 1 evaluations This is perhaps the most common form of training evaluation. End-of-course evaluation forms or ‘happy sheets’ are used to collect feedback from participants on topics including content, methodology, trainer style, course materials and facilities. Trainers use this feedback to make improvements to courses and judge their own performance. Level 1 evaluations help to answer important questions such as ‘Were the training objectives met?’, ‘Did participants feel comfortable with it?’, and ‘Was it useful and relevant?’ Level 1 evaluations do provide valuable quantitative information and can link to higher levels. It is possible to ask what new skills and information have been gained (Level 2), what participants plan to do differently (Level 3) and what improvements they seek or expect (Level 4). However, Level 1 evaluations do not measure the learning, guarantee changes in behaviour or quantify results. Importantly, Level 1 evaluations communicate to participants that their feedback is valued.

Level 2 evaluations Level 2 evaluations set out to measure what has been learnt as a result of the training. What can participants do now that they could not do previously? How has participants’ knowledge increased and what new perceptions, insights or understanding have they gained? Questionnaires, quizzes, practical tests, role-plays and simulations that check for any change in knowledge, skill or attitude are useful at this level. The link to other levels comes in terms of satisfaction in doing something they could not do before (Level 1), trying out new methods and behaviours (Level 3), and achieving better results. Level 2 evaluations do not say whether people liked the training, or guarantee a change in behaviour or expected results.

Level 2 evaluations are made easier and more reliable by assessing knowledge, skills and attitudes before and after training, by some form of follow-up (e.g. survey, interviews) and, if feasible, a control group.

Level 3 evaluations Level 3 evaluations are concerned with behavioural change. How has actual workplace performance improved as a result of the training? Post-training assignments that require and test newly acquired learning are useful, particularly if they link to work objectives. Checklists, surveys and interviews can also be used to gather Level 3 information. Level 3 evaluations tell us what learning transfers from the training room to the workplace and so links to Level 2 (Learning). Because it focuses on behaviour, it does not always tell us whether people understand (also Level 2) or if the change in behaviour achieves desired results (Level 4). Level 3 evaluations are made easier by observing somebody doing their job and applying what they learnt during the training. If first-hand observation is not possible or practicable, survey key people who do observe performance, such as supervisors, team leaders or line managers. Observations should be made after ample time has elapsed. Try to gather information about performance before training and then repeat evaluations at appropriate intervals afterwards.

Level 4 evaluations Level 4 (Results) is concerned with measuring the extent to which changes in performance have contributed to improved results and increased impact. The definition of results will depend on the particular goals of the training. Level 4 evaluations are often difficult because of the problem of isolating the effects of the training. This happens because time is needed for the results to be realised by which time other factors may also have played a part in improving results. Pretraining performance is important since it provides the initial benchmark against which training effectiveness can be measured. Level 1-3 evaluation results can provide evidence for Level 4 evaluations. In itself, a Level 4 evaluation does not tell us whether people liked the training (Level 1),

ÂŠ April 2017, RedR

demonstrate understanding (Level 2) or prove that particular or preferred behaviours were used (Level 3). As with Level 3, Level 4 evaluations require the involvement of others to provide evidence that will enable before and after comparisons to be made.

Notes

ÂŠ April 2017, RedR

DETERMINE THE ISSUE OR CONCERN

THE TRAINING CYCLE AND KIRKPATRICKâ&#x20AC;&#x2122;S FOUR LEVELS OF EVALUATION

LEVEL 4 IMPACT

IDENTIFY THE GOAL LEVEL 3 BEHAVIOUR

Identify and analyse

LEARNING NEEDS EVALUATE

Set the

the training

AIM AND OBJECTIVES

LEVEL 2 LEARNING

DELIVER the training

PLAN AND DESIGN the training

LEVEL 1 REACTION

Notes

Note

Donâ&#x20AC;&#x2122;t forget to update your learning log at the end the course!

ÂŠ April 2017, RedR

ACTION PLAN How will I use and develop the skills/ knowledge learned here?

What do I need to do to make this happen?

ÂŠ April 2017, RedR

What or who can help with this?

What is the first thing I can do to get started?

Useful websites and books Businessballs has a wealth of free resources and is being added to all the time. Although not exclusively for trainers, this site is a good place to look for training games and activities. www.businessballs.com Infed, which stands for Informal Education, is an open, independent and not-for-profit site put together by a small group of educators. Use the search function to explore the site and find what you need. www.infed.org Mike Wills Learning Services is packed with articles, ebooks, activities and just about any resource a trainer or facilitator might be looking for. Many of the resources on the site are free www.mwls.com Thiagi (Sivasailam Thiagarajan, Ph. D.) provides hundreds of ready-to-use training activities. He and his team also offer instructional design, game design, coaching, and leadership development. www.thiagi.com The Active Reviewing Guide contains a wealth of tips, articles and resources to help with training, facilitation, active learning and, of course, reviewing. http://reviewing.co.uk Seeds for Change provide training and support to grassroots campaigners, charities, cooperatives and other community groups. The site includes free resources on facilitation. www.seedsforchange.org.uk Based on the belief that every meeting should be a workshop, Workshop Bank is a well-designed, easy-to-navigate and searchable resource for all trainers and facilitators. www.workshopbank.com Make a note of other useful websites here:

ÂŠ April 2017, RedR

Telling Ain’t Training (Harold D Stolovitch, Erica J Keeps, 2011) This very practical book explodes some myths about learning, clearly presenting the facts. It makes a solid case for making training more practical, interactive and fun. It explores how adults learn, what makes training successful, why training fails and how to achieve amazing training results. ISBN-10: 1562867016 / ISBN-13: 978-1562867010 Understanding Facilitation: Theory and Principle (Christine Hogan, 2002) This introduction to facilitation should provide educators and trainers with all they need to know about facilitation and facilitation skills. With a critical synthesis of established and current theory, the book marries rigorous academic research with real world examples. Also by Christine Hogan: Practical Facilitation – A Toolkit of Techniques. ISBN-10: 0749438266/ ISBN-13: 978-0749438265 The Inspirational Trainer (Paul Z Jackson, 2001) This book demonstrates that there is always scope for more excitement, fun and spontaneity in training. It provides readers with both the tools and the attitude to be confident in trying some new approaches. The chapter on setting the stage for learning is particularly helpful. ISBN-10: 0749434686 / ISBN-13: 978-0749434687 Participatory Workshops: A Sourcebook of 21 Sets of Ideas and Activities (Robert Chambers, 2002) This book is for anyone who works with others on participatory learning and change. Written in a spirit of critical reflection and serious fun, Chambers gives us 21 sets of ideas and options for facilitators, trainers, teachers and presenters, and anyone who organises and manages workshops, courses, classes and other events for sharing and learning ideas. ISBN-10: 1853838632 / ISBN-13: 978-1853838637 The Trainer’s Toolkit: bringing brain-friendly learning to life (Kimberley Hare and Larry Reynolds, 2005) A practical book of tools and ideas, underpinned by clearly explained accelerated learning theory. It is divided into sections each tackling one of five key principles: keep it real; facilitate creation - not just consumption; honour uniqueness; make it rich and multi-sensory; and state is everything. ISBN-10: 1904424236 / ISBN-13: 978-1904424239 How to Run a Great Workshop (Nikki Highmore Sims, 2006) This book takes you through the early stages of planning and preparation, through to how to build a great session, step-by-step. Advice on group activities and using materials is complemented by a brief overview of training theory and learning models. ISBN-10: 0273707876 / ISBN-13: 978-0273707875

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MISSION READY: FIELD SECURITY MANAGEMENT For humanitarian organisations looking to maximise the safety of their field staff, the possibilities for training can often be limited. In many contexts, training is inaccessible as a result of face- toface training locations. Often staff visa, travel or security restrictions prevail. Many field staff miss also miss out on training as a result of the high costs of face to face training programs, or the lack of available programs in their regions. This often leaves humanitarian staff operating in a hostile environment without a basic foundation in security management. This places field staff at greater risk and may limit your organisation’s ability to deliver programs. Given that the majority of first responders to a humanitarian crisis are national staff, it is essential that a low costs security training option is provided to help increase the security knowledge and practises of field workers. Mission Ready: Field Security Management is a unique online training course aimed at giving field staff a foundation in field security management. Mission Ready is an e-learning platform that uses cutting edge game technology to enhance learning through real-time, ‘point-of-view’ interactive video scenarios. Through these, Mission Ready will challenge participants to answer questions and make decisions, after which blow-byblow feedback is given to help participants understand and learn from each decision point. The use of these interactive scenarios alongside written, and other filmed content results in an immersive e-learning experience that is engaging and responsive. Thematic Areas  Context Assessment  Risk Assessments: Understanding threat, vulnerability and risk  Security Strategies  Security Risk Management  Staff Management for Security  Incident Reporting and Management By the end of the course you will be able to  Explain the importance of understanding your role and the security environment 

Undertake a context analysis and a risk assessment

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Mission Ready is available at: www.missionready.org.uk